Tag: booktalks

I’m just wrapping up my eighteenth year of teaching English Language Arts.

For the first seventeen, I taught in a pretty predictable, traditional manner: assign a book, a reading schedule, give quizzes, poster projects, assign essays, administer exams, and show the movie.

This year was so different.

In September, I started the workshop model in my two grade eleven classes.

By October, I was so convinced that it is the right way to teach students to read, write, talk, and think, that I implemented it in all of my classes.

I became enthusiastic, almost to the point of fanaticism, with readers workshop. It works! I read about it, tweet about it, started blogging about it, and can’t stop talking and thinking about it.

I attended the Adolescent Literacy Conference in Bangkok last month. I heard Penny Kittle, Kelly Gallagher, Tom Newkirk, Kylene Beers, and Bob Probst talk about literacy and the workshop model, and I was even more convinced that what we are doing at our school, that what I am doing in my classroom, is the right thing to do, perhaps the best thing to do for kids right now.

So, as someone who is still relatively fresh to the practices of readers workshop, I’m happy to share what I’ve learned in a simple list of do’s and don’ts.

Do offer choice to your students. It’s the foundation of the workshop model. Students will read more, read better, and read deeper when they have the feeling of agency and choice in their reading lives. I really feel that it’s non-negotiable.

Give students control over their own reading lives – they are at the age when they should be making more, rather than fewer, independent decisions. This is a pretty safe way to offer trial and error, risk, failure, and success as options for teenagers.

Don’t let them make all of the decisions. If the standards suggest that students should be reading American dramas, then require it. Just offer choice within those rails. Offer students choice with their deadlines, or with their assessment options. Let one group choose between A Raisin in the Sun and Fences, and another choose between The Crucible and Death of a Salesman. Just offer choice to the students, and make sure you can live with the options you present.

Do a book talk every day. I like to group titles into themes, often including all types of levels, forms, and genres in the mix. Including novels written in verse, graphic novels, middle school level books, nonfiction, and contemporary classics ensures that there is most likely a title for everyone in the grouping (see how I incorporate choice, even in the book talks).

The theme pictured above, “secrets” was so popular that I had to do a “round two” because so many in the first group had been immediately checked out by students, and my later classes would not have had enough books presented to them in that grouping. What a great problem to have.

However you decide to do your book talks, it’s essential that your students see you talking about books, excited about books, and pushing them to read titles that they didn’t know existed. A nice side benefit to this practice is that you will become more familiar with your school library’s collection, and in turn you’ll be able to match students to books with more confidence. Continue reading “Three Do’s and Don’ts of Implementing Readers Workshop”

On a cold day in February, I started class the way I always seem to do these days: with a themed book talk. I included a variety of genres and forms in this collection of books that centers around the big idea of poverty: YA, nonfiction, written in verse, novel, and memoir to name a few.

Included in this collection was Banker to the Poor, a memoir about the birth of microcredit and microlending.

Below an excerpt from the official Banker to the Poor website which I think helps explain what a microloan is and how the idea came to be:

One of my grade eleven girls quickly keyed in on this particular title, which came as no surprise. She has been a nonfiction-junkie this year, and the topic is right up her alley.

Time passed, we periodically conferred about her book, and then something happened.

Last week she insisted that she confer with me first, before any other students. She announced to me, “Mrs. Swinehart! I have big news that I think you’ll want to know about!”

She was right.

She went on to explain that she had received some money as a gift for her recent birthday. Her big news was that because she was inspired by the book she was reading, she would use some of her birthday money to help fund a microloan.

What an empowering connection between the real world and the text she was reading.

Talk about proud teacher moment.

What if she hadn’t had the freedom of choice in her reading life? If she had been in a class that required her to read a shared text – perhaps a classic like The Scarlet Letter, which I’ve taught several times and has always been one of my favorites – but in a class that didn’t offer her choice? Or if the whole class had been required to read her choice of text? The magic would have been gone. Continue reading “Students are changing the world because they read.”

It’s not easy to come up with a short, creative, engaging research prompt that every student is interested in responding to, given that they are all reading different books (save for the three eleventh grade girls who chose to read The Kite Runner together).

It’s important to assign tasks that challenge students who are often looking to take things to the nth level, but that will also provide an opportunity for scaffolding and success with the students who sometimes struggle with research, reading, and writing assignments.

That’s why, when I saw this article about literary journeys on CNN.com today, I realized that I had found some virtual classroom gold.

The travel article 23 literary journeys with the world’s great writers is a list. It’s a list of authors, books, places, and potential adventures. And it’s the perfect mentor text for an in-class, community-building, short-and-sweet piece of mini-research writing.

I spent most of my weekend with over 200 middle and high school students at the World Scholar’s Cup Amman Round. It’s a fun event that has students participate in trivia and academic knowledge quizzes, a team writing competition, and a team debate competition.

There was a talent show after the competitive events and before the awards ceremony, when they gave out more medals and trophies than I ever thought was possible. You can imagine the energy was loud and high.

I accompanied five smarty-pants high school boys. It was a first for me and the students; I had read about it online, but had never experienced what it looks and feels like in an up-close and personal way.

I love that all of these students were so enthused about writing and debating that they spent most of their weekend (it went until 11pm on Thursday and all day Friday) competing individually and as teams.

The boys found success in different ways and in different events, and look forward to competing again. They all agreed that the team debate competition was fun and different from what they had done before, and that their anxiety level was raised just enough to keep them interested but not terrified.

Perfect.

So let me bring it around to teaching with the workshop model. Yes, the students were writing and debating this weekend and that’s not new or news. But the writing and the debating were especially cool because they were doing some heavy-duty thinking, and they were thinking and communicating as teams.

Here’s how the team debate works:

Students are split into teams of three. Teams are randomly assigned either the affirmative or negative side. Then they are given the motion, at which point they have 15 minutes to prepare. After the preparation is complete, each team member is given four minutes to argue his point, and the teams alternate back and forth. It’s a lovely example of respectful dialogue and persuasive speaking.

After the debate, before the winning team is announced, students are required to provide feedback to the opposing team. I love this part!

As judges, we were given scoring criteria and a script, so adjudicating was a simple task, and I was able to pay attention to what they students thought about some hypothetical situations, like whether or not Jordan should send a manned mission to Mars. With a topic like that, students had to look up some real-world information, process, synthesize, and argue their points in a very finite period of time. It was an opportunity for students to demonstrate their thinking and practice some organized speaking and listening.

I think this activity has a ton of potential, because I can modify the team debate event for classroom use, and then have a window into some complex student thinking.

I can see it used with some topics that are relevant to what students have been studying recently.

For instance, eleventh grade students can debate whether they think transcendentalism is still relevant in the 21st century. They have a depth of knowledge about the topic that they didn’t have before we started studying it together, and this would be an authentic way to assign group work while still being able to see the individual students’ skill and thought process.

It occurred to me that maybe my students don’t really understand why we talk about books all of the time, or what it looks like to be a mature reader. That while I’ve focused on the fact that they should read, set goals, and have a next reads list, maybe we haven’t discussed what all of those pieces add up to be. That all of our goals, conferences, independent reading time, and book talks should help support, encourage, and result in each student having a healthy reading life.

So we talked about it.

Last week, the grade nines brainstormed answers to the question What does a healthy reading life look like?

They came up with what I think is a well-rounded picture of what a mature reader does.

They recognized that a healthy reader should be able to pick out a book independently, but also ask for and welcome recommendations from others.

They noticed that a mature reader should put in effort, but enjoy the process.

They talked about setting aside time to read, or making a plan, but also reading in a more impromptu setting as well.

They realized that it’s important to be able to have thoughtful discourse about a book, but also to form their own opinions and not automatically agree with the author or other readers and reviewers.

When I first started practicing with the reader’s workshop model in my classroom, I didn’t know what an anchor chart was.

The posters in my room were :

a large landscape of an unnamed beach in Thailand

a series on how to cite sources using proper MLA formatting

a poster of Van Gogh’s Almond Blossom

an old advertisement for A Midsummer Night’s Dream

a world map

Okay, as an overseas teacher, it’s understandable that I didn’t pack up posters that were on my walls when I taught public school, and bring them with me to Jordan. (In the weeks before I packed up and moved out of my old classroom, I gave many of those beloved posters away to students – and anyway, they weren’t anchor charts.) But I was starting my third year in this same classroom, and I should have had at least a plan to have something better than other teachers’ cast-offs on my walls.

I won’t beat myself up though; teaching is a process, and I’m still learning how to do it. Once I stop learning about teaching and learning, I might as well be done. Because I’ll never be “there.”

But I digress.

I did in fact learn about anchor charts this fall, and was immediately skeptical.

I didn’t understand how I could take an elementary idea and transfer it to high school. I know, I know, I’ve used that excuse for different initiatives my whole career. Haven’t we all? We see an example of student work that comes from a level that we don’t teach, and we immediately dismiss it and find excuses for why it won’t work instead of figuring out how and why it should work. I tell my students Don’t tell me what you can’t do, tell me what you can do all the time – perhaps it’s time to heed my own advice.

I really didn’t see how I could make an anchor chart with one class and make it meaningful for all of the students who are in my room throughout the day. There just aren’t enough walls.

But then I started thinking about how all of my classes, regardless of the grade level, have made some commitments. And I made my first anchor chart, pictured below:

Read at least two hours per week.

Read to understand.

Choose a book you want to read.

Have a “books I want to read next” list.

Drop books you don’t like.

Save books for later.

This one is right by my classroom library, and I point to it all the time – I tend to go to the third and fifth bullet point the most – sometimes students forget that if they don’t want to read a book, they don’t have to. That they really should have some excitement about the book they are reading, and it’s okay to drop a book when it feels like a chore instead of pleasure. Continue reading “Anchor Charts aren’t just for Elementary School Classrooms”

I have a student who is a reluctant conferrer. You’ve probably got one, too.

This student is a reader. A big reader. Like the kind of reader who reads 50+ books in a semester.

But up until this week, this student has been reluctant to talk about them, at least to me.

I think it’s my fault.

I’ve been expecting my student to meet me where I am.

One of the ways I thought I was a 21st century teacher was that I ask my students to respond to literature on Blogger instead of in a notebook. But how can responding on Blogger be a better learning experience than in Google Docs or in regular reader’s notebooks? (I’ll think on that and try to up my game… more later. There must be an answer.) There’s more to being a 21st century teacher than using technology.

Let me get back to those 50+ books. I’ve never seen this student with an actual paper bound book in hand; it’s always the Kindle.

As a new-to-workshop teacher, I didn’t realize that the Kindle was one obstacle between me and a successful conference with a student. I guess it’s because it’s not intuitive to me — it’s easy to flip through pages in a book, but it feels intrusive to start swiping through someone’s device.

I’ll try to push through that now that I’m more aware of it. It might bring me closer to being a 21st century teacher.

Last week, I sat down next to this reluctant interactor and started asking some questions. Again.